Two million school-age children are believed to manifest symptoms of Attention-Deficit Hyperactivity Disorder (ADHD). In recent years, educators have increasingly been called upon to provide services to children with ADHD either through special education or through Section 504. Much has been written describing "best practices" for the assessment of children with ADHD. Little is known, however, about what roles school psychology practitioners are taking with regard to ADHD. The purpose of this research was to determine common ADHD assessment practices of school psychologists and how they relate to practices recommended in the literature. A survey was developed and sent to a randomly selected national sample of 400 school psychology practitioners. The results of the research indicate that, in general, school psychologists are using a multi-method approach that includes appropriate assessment techniques. Based on the results of the survey, it is concluded that an increased emphasis, however, is needed on assessment methods such as interviews, rating scales, and systematic observations. The results also indicate that school psychologists should rely less on methods such as behavior during standardized testing, projectives, and pattern analysis. With regard to interventions, more monitoring of the behavioral effects of medication needs to be done and more systematic interventions should be implemented.

This study examines the effect of mood and fairness of treatment on children's generosity toward peers. Thirty-one third and nineteen fourth grade males participated. A positive or negative mood was induced using recorded stories. Each child then played a ring toss game for which he had been promised a certain number of tokens for playing. Three equity conditions were established by under-, over-, or properly paying the amount promised. Children were given the opportunity to anonymously donate to non-present peers who would not have a chance to play. While the mood manipulation had an effect on observed facial expression in third graders (p < .05), there was no similar effect for the fourth graders. There was no significant differences for mood, equity condition, or grade on donations. A marginally significant (p < .08) interaction did occur between the three variables for amount donated. The results of this study suggest that generosity to others involves both cognitive and affective components. / Graduation date: 1987

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 45-54). Also available via the Internet.

Thesis (Ph. D.)--University of Wooster.

Thesis ( Ph.D. ) -- University of Texas at Arlington, 2008.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 54-64). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 57 p. Includes abstract. Includes bibliographical references (p. 39-45).

Thesis (B.A.(Hons.))--University of Queensland, 2002. / Includes bibliographical references.

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

published_or_final_version / Psychology / Doctoral / Doctor of Philosophy